Teaching Pronunciation Going beyond the “th” sound

Teaching Pronunciation

Going beyond the “th” sound

Sharing Experiences

A little about my experience What experience have you had with teaching

pronunciation? If you haven't taught it before, why not?

In your view, what are your students' biggest pronunciation problems?

“A Thick Foreign Accent”

http://www.youtube.com/watch?v=HfYIr-Sjmlo&feature=related

Pronunciation Myths

Myth #1: Learning the pronunciation of English means learning how to pronounce the individual vowel and consonant sounds.

Myth #2: It is difficult, if not impossible, for students to hear and pronounce some sounds, such as the difference between the vowel sound in ship and the vowel sound in sheep. Therefore, it is useless to spend time on pronunciation.

Myth #3: Nonnative speakers of English cannot teach pronunciation.

Myth #4: Pronunciation instruction is boring. (Wong, 1993, http://exchanges.state.gov/englishteaching/forum-journal.html)

Fact #1

There is much more to teaching pronunciation than individual sounds. What else is there? (Ideas?)

Segmentals vs. Suprasegmentals

Segmentals vowels consonants

Suprasegmentals stress rhythm (stress-timed

vs. syllable-timed) intonation pausing (thought

groups) linking

Fact #2Yes, some learners may never learn to hear or

produce some individual sounds. But...

Students can at least be aware

Pronunciation is again, much more than individual sounds

Pronunciation is eye-opening and ear-opening! It improves listening, and can improve

students' vocabulary, spelling and grammar.

Fact #3Non-native speakers can be better

pronunciation teachers than native speakers. Why?

You know the needs and difficulties of your learners intimately

You can help your learners focus on intelligibility

You can provide an attainable model

Fact #4

Pronunciation can be the most fun part of class!

Some General Guidelines

1. Listen first whenever possible The spoken form of the language is primary We don't always know the real sound of words Students need examples, preferably real examples in

context

2. Mark up the text

3. Add an action

Individual Sounds

It can be helpful to use some sort of sound transcription system—IPA, British Council, Simplified American, or simply the dictionary (online dictionaries are particularly useful).

Build students' self-awareness. Let them say it and feel it. Mirrors and lollipops can help.

Have students touch their throats to feel voicing. A piece of paper or a tissue can be great for aspiration. Websites with video and animation can help students see

up close or inside the mouth http://www.uiowa.edu/~acadtech/phonetics/english/frameset.html

The Color Vowel Chart

Gives students the basic “menu” of vowel sounds and lets students start to make distinctions

A good introduction is the activity on the website

It helps students learn stress too: the color of the word is the sound of the stressed syllable

http://www.colorvowelchart.org/

Stress and Rhythm

Mark stress and unstress Say a word and throw the ball on the stressed

syllable, (i.e. fruits and vegetables) Rubber bands Tap, clap, lean, bend your knees, move your head,

etc. Slap your thighs and raise your hands for the

stress (good for long words)

Expanding Sentences

KIDS PLAY BALL.

DOGS CHASE CATS.

PEOPLE PLANT TREES.

Identifying Stress

Stress Pattern Activity

Form groups with the same stress pattern. If you have a single word, you are the team captain. All other students in the group will have phrases or sentences.

Intonation

Mark intonation with arrows or lines Hum or use a kazoo—separate the segmentals

from the suprasegmentals Students should trace the pattern in the air with

their hands or pencils

Intonation Activity

Jazz Chants

Walk the Rhythm

See handouts

Pronouncing Punctuation

See “Dear Jack” handouts

Further Resources

Miller, S. F. (2007). Targeting Pronunciation. Boston: Heinle.

Gilbert, J. B. (2001). Clear Speech from the Start. New York: Cambridge UP.

Hancock, M. (2003). English Pronunciation in Use. Cambridge: Cambridge UP.

Avery, P. & Erlich, S. (1992). Teaching American English Pronunciation. Oxford: Oxford UP.